Neuro- Dramatic Play Workshop with Sue Jennings ~Devika

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Aagaaz has embarked on a journey towards nurturing and enhancing the development of its team members. In November, Devika attended a 3 day workshop on Neuro-Dramatic Play and brought back new ideas and plenty of insights. Here is a small reflection, that highlights her detailed observations while interacting with children during this process:

The first of our workshop was a beautiful journey of self-exploration, sensory play, and rhythmic movement. We experimented with themes and ideas and put ourselves in the shoes of the children. It was an experiential session, and it would never have been authentic enough without that element. The real learning, however, started on the second day. Discussing theoretical frameworks about pedagogy or pretend play with adults could never compensate for first-hand experiences with children.

Luckily! This training involved children. I found myself in a group of 4 adults who facilitated for 3 children. Their distinct personalities made the whole process more dynamic. Vaishnavi (6-girl), Shweta (6-girl) and Shalu(8-boy) responded to the same stimulus in very different ways. I spent about 4 hours with these children in the span of two days and managed to observe various skills and patterns in the limited time period.

My first lens for exploration was- ‘Connection with metaphors’. Sue had introduced us to a rain metaphor that was used as a narrative for all our activities. Vaishnavi and Shalu didn’t show much resistance to this idea. Vaishnavi, whose play resembled that of a younger child was more fascinated with sounds, repetition and displaying her capabilities. Shalu, with his hearing and depth perception difficulties, was quite active and enthusiastic about what we brought to the table. Shweta didn’t connect to the metaphor at all and got distracted every few minutes.

Messy Play was another revealing exercise for all of us. It led to joy, energy, imagination and social play for the children and the adults. Vaishnavi was initially quite enthusiastic about the activity. She spent a long time playing with the shaving foam and liked the possibility of connecting with others through the medium. After a while, she got quite flustered and annoyed with the substance on herself, and wanted to clean it off as soon as possible. Shweta also explored the texture of the medium, tried to extend her imagination and wanted more and more for herself. Shalu on the other hand, engaged in individual sensory play, without paying much regard to what others were doing.

I was quite fascinated by the children’s tendency to adapt to the new flock of adults around them. Initially, they all operated with apprehension and curiosity which soon transformed into openness. The first indicator was visible when the children decided to include us in the drawings they were making. All three of them were particularly friendly, yet they showed different characteristics. Shalu was accepting of the facilitators, yet he didn’t seek much attention. On the second day, however, he chose to go and hug one specific older person he felt comfortable with. Shweta liked the attention and holding our hands, yet she managed to separate herself from us when she felt like it. Vaishnavi sought a lot of physical touch and affection, and constantly indulged in hugging and kissing. This led to a lot of questions in my mind about the care at their centre. However, I was aware that I couldn’t jump to any premature conclusions about attachment behavior.

Stories became a good tool to gauge listening skills and memories. Sue had narrated a story on the first day the children arrived, and we asked them to recall details on the second day. My co-facilitators and I had noticed that Shweta was particularly restless and distracted during the storytelling. My assumptions around her lack of attention were challenged, when she managed to recall important details from the story. Shalu was also quite attentive and his body language coincided with that. Vaishnavi, didn’t show signs of having remembered much from the story. She seemed to be struggling with sitting still and paying attention. What I love the most about working with children is that they are unpredictable and more than capable of shattering perceptions.

I was curious about the extent to which children exhibit initiative taking and leadership in group activities. On the first day, I noticed that both Vaishnavi and Shalu enjoyed leading the singing and dancing exercises, while Shweta found the theme difficult to connect to. On the second day her attitude was very different and robust. She seemed way more confident and enjoyed the process of initiating aspects of the work, especially while narrating the story.

Lastly, there were a lot of unique patterns that I tried to pay attention to. Vaishnavi, was particularly restless, resisted following instructions after a certain point and went into sudden outbursts of expression- especially anger. Her patience levels were very low and told more than one facilitator that they were making her dirty during messy play. She also wanted a lot of things while doing a craft activity and showed very little inclination to share. Sue had made some very acute observation about how she was involved in games such as ‘peek-a-boo’ which were developmentally inappropriate for her age.

Shweta had a fantastic memory that remained throughout the 4 hours. Her understanding of subtlety was quite impressive. I noticed this in two instances. One of them was the story recall, where she was clearly more confident than the other two. I made simple eye-contact with her when she spoke out of turn, and she always caught it as an indicator to slow down. Her drawing also showed some very interesting details and nuances. She coloured the bird in her drawing, in two different colours to signify that some movement had taken place. She also seemed to enjoy the process of mocking others, especially adults.

Shalu was expressive in his drawings and very calm at the same time. He showed very little resistance to any activities. He wanted to do the work given to him and also liked the process of displaying and showing it off. She showed curiousity and interest in other people’s drawings, and seemed to have very little competitive tendencies.
My favourite moment in the whole workshop was when the children were asked to pull apart their craft work. I could hear my heart breaking, because they had put a lot of effort in creation and ideation. The children, being their wonderful selves were actually quite open to that process. I was awestruck by their responses and felt almost sad they would have to grow up to be adults someday.

Theatre with ‘The Community Library Project’, Panchsheel Vihar By Priiya

 

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There is a deep sense of kinship to be working again with a group of participants who have already been led into a theatrical journey of sharing ideas and experiences, and it provides for a pleasant challenge. These workshops become a continuation of an educational exercise through theatre and play an important part in the evolution of thought itself.  The group of kids from The Community Library Project at Deepalaya at Panchsheel Vihar are in gears for the second series of workshops with us and that has us moving.

Following the first performances that culled out of Duniya Sabki in a workshop format, the second series revolves around stories, storytelling and the storytellers. The stories that we are working on are the ones that have been read by this group of 12 avid readers over the last few months, stories that they carried beyond the books . Through a range of narrative and improv exercises, we are experimenting with the numerous ways in which these stories could possibly be told. Their choice of stories they want to tell is in itself a fascinating reflection of what appeals to these children as unique individuals.

As with most workshops, as much as planning ahead of time is essential, many thoughtful developments happen during or after the planned activities, and the dynamics of set exercises are prone to modification on a daily basis. After the initial step of sharing stories in our workshops, we are now gradually shifting our focus towards the act of narration of the stories, using various techniques involving images, machines, non-linear narratives and humanization of objects around us. In the recent workshops, most of the brainstorming sessions have been whirling towards an attempt of bringing to surface the impact of invisible characters in each child’s story. This exercise is an effective way of understanding the varied perspectives that can alter the narrative direction of the story being told. This has set in motion the process of not only thinking but also acting from various point of view. Interestingly, one of the children has chosen the guitar in her story to be the storyteller and another one is trying to make a box of paint talk, oh! it’s going to be fun.

My first encounter with the Drama in Education Jams- Dikshant Sharma

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I came to know about DiE jams through a post published on Facebook.
It sounded quite interesting for it came across as a free, open space to brainstorm and explore endless possibilities.
A space to use and explore drama as an educational tool through various methods and activities, was naturally inviting.
The session turned out to be no less than expected. It was a fusion of several energisers, creative drama exercises and reflections; carried out by every individual present.
Since everyone had acquired and adopted the art in their own unique way, the possibilities to explore, and ideas generated in a single session were remarkably impressive.
To sum it up, it was an open, liberal space where one could engage with smart and like-minded individuals in order to create a methodology, thereby, applying theatre to education.
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